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The effect of text messaging on 9- and 10-year-old children's reading, spelling and phonological processing skills.

This paper reports on an intervention study that considered the impact of text messaging on 9- to 10-year-old children's literacy skills. One hundred and fourteen children who had never owned a mobile phone before were recruited and randomly allocated to either the intervention or control conditions...

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Published in:Journal of Computer Assisted Learning Vol. 27; no. 1; pp. 28 - 37
Main Authors: Wood, C., Jackson, E., Hart, L., Plester, B., Wilde, L.
Format: research tables/charts Journal Article
Published: Wiley-Blackwell Feb2011
Online Access:View this record in EBSCOhost
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      dt: Feb2011
      vid: 27
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      pub: Wiley-Blackwell
      place: Malden, Massachusetts
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        2010912424
        10.1111/j.1365-2729.2010.00398.x
        104851537
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        atl: The effect of text messaging on 9- and 10-year-old children's reading, spelling and phonological processing skills.
      aug:
        au:
          Wood, C.
          Jackson, E.
          Hart, L.
          Plester, B.
          Wilde, L.
        affil: Psychology Department, Coventry University, Coventry, UK
      sug:
        subj:
          Language Processing
          Literacy
          Reading
          Spelling
          Wireless Communications Utilization
          Child
          Child Development
          Clinical Assessment Tools
          Comparative Studies
          Descriptive Statistics
          Funding Source
          Human
          Intelligence Tests
          Outcome Assessment
          P-Value
          Random Assignment
          Scales
          Child: 6-12 years
      ab: This paper reports on an intervention study that considered the impact of text messaging on 9- to 10-year-old children's literacy skills. One hundred and fourteen children who had never owned a mobile phone before were recruited and randomly allocated to either the intervention or control conditions. All children were pre- and post-tested on a range of reading, spelling and phonological awareness measures. Children in the intervention group were given access to a mobile phone (enabled for text messaging only) for weekends and during half-term break for a 10-week period. It was found that there were no significant differences between the two groups of children in terms of their literacy attainment during that period. However, within the mobile phone group, there was evidence that use of text abbreviations was positively related to gains in literacy skills. Moreover, after controlling for individual differences in IQ, and the children's performance at pre-test, textism usage was able to account for a significant amount of variance in post-test spelling scores. These results show that text messaging does not adversely affect the development of literacy skills within this age group, and that the children's use of textisms when text messaging is positively related to improvement in literacy skills, especially spelling.
      pubtype: Academic Journal
      doctype:
        research
        tables/charts
        Journal Article
      ougenre: Article
    language: English
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